5 Phonics Terms Every Teacher Should Know

1. Phonemes & Graphemes

What are Phonemes?

Phonemes are the smallest units of sound in spoken language. They are the building blocks of words and are crucial for understanding how language works. For example, the word “cat” consists of three phonemes: /k/, /a/, and /t/. Phonemes are not the same as letters; they are the sounds that letters or groups of letters represent.

What are Graphemes?

Graphemes are the written symbols that represent phonemes. These can be single letters (like “c” in “cat”) or combinations of letters (like “sh” in “ship”). Graphemes are the visual representation of sounds, and understanding them is key to decoding written language.

Why Phonemes and Graphemes are Important

The relationship between phonemes and graphemes is the foundation of phonics instruction. When students understand that letters and letter combinations represent specific sounds, they can begin to decode words systematically. This knowledge is essential for both reading and spelling, as it allows students to break down unfamiliar words into manageable parts and reconstruct them accurately.

Example of Phonemes and Graphemes

In the word “ship,” the phonemes are /sh/, /i/, and /p/, while the graphemes are “s,” “h,” “i,” and “p.” This example highlights the importance of teaching both individual sounds and their corresponding written forms.

Teaching Tip for Phonemes and Graphemes

Use tools like Elkonin boxes to help students segment words into individual phonemes. Pair this with multi-sensory activities, such as using magnetic letters or tapping out sounds, to reinforce the connection between sounds and symbols. For example, have students say the sound /k/ while placing a magnetic “c” in the box, then repeat for each phoneme in the word.

2. Blending & Segmenting

What is Blending?

Blending is the process of combining individual sounds to form a word. It is a critical skill for early readers, as it allows them to decode words by merging sounds together. For example, blending the sounds /c/, /a/, and /t/ produces the word “cat.” Blending requires students to hold individual sounds in their working memory and then synthesise them into a complete word.

What is Segmenting?

Segmenting is the reverse process, where students break a word into its constituent sounds. This skill is essential for spelling, as it enables students to identify the individual phonemes in a word and map them to graphemes. For instance, the word “dog” can be segmented into /d/, /o/, and /g/.

Why Blending and Segmenting is Important

Blending and segmenting are foundational skills for developing phonemic awareness, which is the ability to hear, identify, and manipulate sounds in words. These skills enable students to decode words while reading and encode words while writing. Without strong blending and segmenting abilities, students may struggle with both reading fluency and spelling accuracy.

Example of Blending and Segmenting

Blending: /s/-/u/-/n/ → “sun.”
Segmenting: “frog” → /f/-/r/-/o/-/g/.

Teaching Tip for Blending and Segmenting

Incorporate movement-based activities to make learning engaging. For blending, have students slide a finger along a table as they merge sounds together. For segmenting, use physical actions like hopping or clapping for each sound in a word. These strategies help students internalise the processes and make them more memorable.

3. Digraphs & Trigraphs

What are Digraphs?

A digraph consists of two letters that represent a single sound. Common examples include “sh” in “ship,” “ch” in “chat,” and “th” in “this.” Digraphs are important because they represent sounds that cannot be broken down into smaller units.

What are Trigraphs?

A trigraph involves three letters representing one sound. Examples include “igh” in “night,” “tch” in “match,” and “dge” in “bridge.” Trigraphs are less common than digraphs but are equally important for understanding English phonics.

Why Digraphs and Trigraphs are Important

Digraphs and trigraphs appear frequently in high-frequency words and are essential for reading fluency. Without understanding these patterns, students may struggle to decode words accurately. Teaching these letter combinations explicitly helps students recognise them quickly and improves their overall reading efficiency.

Example of Digraphs and Trigraphs

Digraph: “th” in this.
Trigraph: “dge” in bridge.

Teaching Tip for Digraphs and Trigraphs

Introduce digraphs and trigraphs through word sorts or matching games. Highlight these patterns in shared reading activities to help students recognise them in context. For example, create a “digraph hunt” where students search for words containing “sh” or “ch” in a text.

4. High-Frequency Words & Sight Words

What are High-Frequency Words and Sight Words?

High-frequency words are those that appear most often in written texts, such as the, and, and is. Sight words are words that students should recognise instantly, often because they do not follow regular phonetic patterns (e.g., said, was). While many high-frequency words are also sight words, not all sight words are high-frequency.

Why High-Frequency Words and Sight Words are Important

These words account for a significant portion of written material. Mastery of high-frequency and sight words allows students to read more fluently and focus on comprehension rather than decoding. Without a strong grasp of these words, reading can become slow and laborious, hindering overall literacy development.

Example of High-Frequency Words and Sight Words

High-frequency: he, was, for.
Sight word: once (irregular spelling).

Teaching Tip for High-Frequency Words and Sight Words

Create a word wall or use flashcards for repeated exposure. For irregular sight words, employ strategies like mnemonics or air-writing to reinforce memorisation. For example, teach students to remember said with the phrase “Silly Ants In Dresses.”

5. Decodable Readers

What are Decodable Readers?

Decodable readers are books designed to align with a student’s phonics knowledge, using words that follow specific phonetic rules they have already learned. These texts provide controlled practice, allowing students to apply their decoding skills in a meaningful context.

Why Decodable Readers are Important

Decodable readers bridge the gap between phonics instruction and independent reading. They build confidence by ensuring students can read the majority of words in the text without guessing. This controlled approach helps students develop fluency and reinforces their understanding of phonetic patterns.

Example of Decodable Readers

After teaching the /sh/ sound, a decodable reader might include sentences like, “The ship has a fish.”

Teaching Tip for Decodable Readers

Select decodable readers that match your phonics scope and sequence. Gradually increase complexity as students master new skills, and celebrate their progress to keep motivation high. For example, after students learn CVC words, introduce readers with consonant blends like “st” or “tr.”

— Happy Reading!

Back to blog